Monitoring Comprehension and Repairing Understanding (3)

Tales and Poems from Across the Commonwealth

Education Resource: Literacy Activities

Monitoring Comprehension and Repairing Understanding (3)

Note: Monitoring Comprehension and Repairing Understanding is the "metacognition" strategy where students are learning and practising making meaning and getting to know more about themselves as readers. Metacognition is part of being a strong reader, and learner.

"If confusion disrupts meaning, readers need to stop and clarify their understanding. Readers may use a variety of strategies to `fix up' comprehension when meaning goes awry" (Harvey and Goudvis, 2000, p. 12).

Monitoring comprehension and repairing understanding as we read is at the heart of metacognition. The more metacognitive we are as readers, the more we comprehend the texts we read.

Researchers, Trabusso and Bouchard (2002, p. 97), point to evidence that "comprehension monitoring ... can be taught through teacher modelling and practice by children during reading."

This resource supports teachers and students to become metacognitive by:

? having teachers model metacognition by thinking aloud ? providing many text types across several content areas ? having students co-operatively practise metacognition. In the words of Pressley (2002,

p. 292), "[Metacognition] ... develops most completely when students practise using comprehension strategies as they read." It is important to guide students in the use of metacognitive comprehension strategies using a variety of texts.

"THE GLASS KNIGHT"

a tale retold by Jan Williams, United Kingdom (Volume 4, p. 117)

Note: This is a longer tale. It is recommended that students have experience at making meaning over longer texts as they become stronger readers.

SYNOPSIS: This traditional tale describes a fierce and toxic monster that can kill with a single glance. The people of Saffron Walden, one of the oldest towns in England, are suffering from the monster's horrible powers. They seek the advice of a wise woman who names the monster as a basilisk, and the sheriff calls for a knight to save the village. The knight uses cunning and turns the tables on the basilisk.

AUDIO: The tale is not audio recorded. It should be read to and with the students.

Before reading

? Explain the monitoring comprehension and repairing understanding comprehension strategy to the students.

? Ask the students to pair up and talk about their understanding of the word "monster". Many cultures have traditional tales that feature monsters. What do they know about such tales and monsters? Have them talk and then feed back to the whole class.

? Read together the first paragraph of the tale to "... nothing left to eat or drink". Have students, in pairs, discuss what sort of a monster could have that effect. Can they describe what they think such a mythical beast would be like? To deepen their understanding of the tale, students might use strategies they have learnt.

? Commonwealth Education Trust 2016

1

ISBN: 978-0-9933895-2-8

Tales and Poems from Across the Commonwealth

Education Resource: Literacy Activities

? Pre-teach any difficult vocabulary ? for example, "serpent", "barbs", "hideous", "ventured", "severe", "peril", "the herb rue", "rowan", "malic" and "tabors".

During reading

? Have students look at the illustrations and talk about how they might bring meaning to the text. Then have students briefly skim and scan the text. Explain that both activities will help them make meaning as they closely read the text.

? Set a purpose for reading by suggesting the students think about how the tale builds suspense and interest. The beginning describes the terrible impact of the monster on the village, and the old woman adds to this. In the middle, we meet the knight and share his doubt about the challenge he faces. Finally (don't give the ending away) he comes up with a cunning plan. If the students know to listen for these elements, they will read and listen with more engagement.

? Read the tale to the students and encourage them to read along. ? You may wish to read the tale right through and then re-read, pausing at the end of each

part of the tale for the students to share their thoughts about the meaning of the tale and discuss it with their partner/group. Prompt them to use the strategies they have learnt to improve their understanding,

After reading

? Have the students, in pairs or small groups, talk about their enjoyment of the tale, which parts they liked best and which parts challenged them the most.

? Have them talk about the morals (lessons) in the tale ? about evil and how being clever can conquer an enemy.

? Have the students talk about whether they think this tale is true and if there ever was a basilisk roaming England. Have them talk about the purpose of such tales in people's cultures.

? Finally have the students think and talk about tales in their own cultures and what they mean to them.

? Have students individually fill out the Monitoring Comprehension and Repairing Understanding graphic organiser.

Other texts that can be used with the Monitoring Comprehension and Repairing Understanding strategy

"TOK BAGEH", a poem by Moechtar Awang, translated by Muhammad Haji Salleh, Malaysia (Volume 4, p. 146)

This poem tells of the central place of the poet's God, Allah, in all things. Students who are Muslim will bring that knowledge to the poem. Others will be able to bring their own beliefs.

"MINSTREL'S SONG", a traditional Mende song, translator unknown, (Volume 2, p. 100)

This is a song that can be enjoyed as a poem. It describes the "riches in the bush" and compares them with modern technology. Students who live in cities, or in rural areas, will enjoy the descriptions and comparisons and be able to make connections with their own lives.

? Commonwealth Education Trust 2016

2

ISBN: 978-0-9933895-2-8

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